Inclusive practices with music in lower secondary school: a Design Based Research

Lucia Chiappetta Cajola, Amalia Lavinia Rizzo, Marianna Traversetti


Music training allows to take on the challenge of inclusion at a practical level, especially if it is realized through interdisciplinary workshops within the class and school curriculum. In fact, music promotes full partecipation and learning of all pupils and it contributes to build an open attitude towards diversity. Through a Design-Based-Research, led according to the Evidence-Based-Education perspective within the special education setting, the efficiency on such workshops in lower secondary school has been verified. The level of inclusion noticed in the intervention
classes has increased compared to both the starting of the experimental procedure
and the corresponding classes.

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